THE MIDDLE SCHOOL CURRICULUM GUIDE - Rye Country Day School
THE MIDDLE SCHOOL CURRICULUM GUIDE Rye Country Day School Rye, New York 10580
MISSION STATEMENT Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility, and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an everchanging world.
THE MIDDLE SCHOOL CURRICULUM GUIDE MIDDLE SCHOOL PHILOSOPHY The Middle School aims to provide an atmosphere that fosters independence, mutual respect, and intellectual pursuit in an environment of high moral and academic standards. The School provides healthy competition within a nurturing support system, recognizing the uniqueness of young adolescents. The School encourages a learning partnership between student and teacher, so that all students have an adult advocate to guide and support them. The School strives to meet the individual needs of students through a flexible curriculum by engaging them in significant learning experiences, using varied teaching and learning approaches. 1
TABLE OF CONTENTS MISSION STATEMENT. Inside Front Cover MIDDLE SCHOOL PHILOSOPHY.1 INTRODUCTION . .5 ACADEMIC EXPECTATIONS .6 GRADING SYSTEM .6 REPORTING SYSTEM .7 CONFERENCES .7 HOMEWORK .7 STANDARDIZED TESTING.7 GRADE FIVE . .8 LANGUAGE ARTS .8 MATHEMATICS .9 SCIENCE .9 HUMANITIES .10 FRENCH/SPANISH. 11 ART. 11 MUSIC . 11 MANUAL ARTS .12 COMPUTER SCIENCE .12 LIBRARY SKILLS.13 SEEK .13 PHYSICAL EDUCATION .14 SPECIAL PROGRAMS .14 GREEK FESTIVAL .14 FIELD TRIPS .14 GRADE SIX .15 LANGUAGE ARTS .15 MATHEMATICS .16 SCIENCE .16 HUMANITIES .17 FRENCH .18 LATIN .19 MANDARIN CHINESE.19 SPANISH . . 19 ART .20 DRAMA.20 INSTRUMENTAL MUSIC . .21 VOCAL MUSIC .21 MANUAL ARTS 21 2
COMPUTER SCIENCE .22 LIBRARY SKILLS .22 SEEK. 22 PHYSICAL EDUCATION . 23 SPECIAL PROGRAMS . 23 MYSTIC. 23 FIELD TRIPS . 23 GRADE SEVEN . 24 LANGUAGE ARTS . 24 MATHEMATICS . 25 SCIENCE. .26 HUMANITIES . 26 FRENCH . 27 LATIN . 28 MANDARIN CHINESE. 29 SPANISH . .29 LAPTOP PROGRAM . 29 LIBRARY SKILLS. 30 SEEK. 30 PHYSICAL EDUCATION. 31 ELECTIVE PROGRAMS . 31 ART . 31 CERAMICS . 32 DIGITAL PHOTOGRAPHY . 32 FLASH . 33 CONCERT CHORUS. 33 CONCERT BAND . 33 THEATER WORKSHOP . 34 SCENERY, SETS & PUPPETS .34 DIRECTING FOR FILM .34 MANUAL ARTS . 34 THREE DIMENSIONAL DESIGN . 35 ADVANCED ROBOTICS. 36 DIGITAL VIDEO .36 DIGITAL 3D DESIGN .36 SPECIAL PROGRAMS. 36 FIELD TRIPS. 36 GRADE EIGHT. 36 LANGUAGE ARTS. 36 MATHEMATICS. 37 3
INTRODUCTION TO PHYSICAL SCIENCE. 39 HUMANITIES . 39 FRENCH . 40 LATIN. 41 MANDARIN CHINESE . .42 SPANISH . .42 LAPTOP PROGRAM. 43 LIBRARY SKILLS. 43 SEEK. 43 PHYSICAL EDUCATION. 44 ELECTIVE PROGRAMS . 45 ART. 45 CERAMICS . 45 DIGITAL PHOTOGRAPHY 46 FLASH . 46 CONCERT CHORUS . 47 CONCERT BAND. 47 THEATER WORKSHOP . .47 SCENERY, SETS & PUPPETS 47 DIRECTING FOR FILM .48 MANUAL ARTS . 48 THREE DIMENSIONAL DESIGN. 48 ADVANCED ROBOTICS . 49 DIGITAL VIDEO .49 DIGITAL 3D DESIGN .49 SPECIAL PROGRAMS. 50 FIELD TRIPS . 50 COMMUNITY SERVICE . 50 CONCLUSION. 51 4
RYE COUNTRY DAY MIDDLE SCHOOL The Middle School addresses the distinctive needs of students in grades five through eight. We appreciate and understand their joys, problems and developmental changes. We recognize their vulnerability and learning differences in this transitional period. Our program provides the support and guidance that allows students to develop independent thinking, intellectual integrity, and physical, personal, and social maturity. The program offers students the opportunity to explore and make choices as they move through the Middle School. Acting as a bridge between the Lower and Upper Schools, the Middle School reinforces and applies skills previously learned and stimulates the student’s emerging ability to think abstractly and reason logically. The program emphasizes the development of work and study habits to ensure success in the ever-increasing demands of academic studies. This guide is an overview of the Middle School curriculum. As with any good program, changes and revisions are constantly being made to meet the needs of the students. 5
ACADEMIC EXPECTATIONS RCDS is a college preparatory school; each student is expected to devote himself or herself to the academic requirements set forth by the School. Continued attendance at RCDS depends upon the student maintaining what is, in the opinion of the School, a satisfactory academic level of achievement. THE GRADING SYSTEM In each academic class, grades are based on a student consistently showing comprehension of course content in tests, quizzes, written exercises, homework, projects, and class discussion. A student is expected to participate in a positive and cooperative manner and to be punctual and prepared for each class. The letter grades below represent the following: E EXCELLENT 90% - 100% The student’s performance in all areas of the course is outstanding. G GOOD 80%-89% The student’s achievement is of substantial quality in relation to the course standards. HP HIGH PASS 70% - 79% The student has displayed competency in the course. P PASS 60% - 69% The student has met the minimum requirements of the course. U UNSATISFACTORY below 60% The student has failed to meet the minimum requirements of the course. The following grades are for nonacademic subjects and physical education: S Satisfactory U Unsatisfactory 6
REPORTING SYSTEM In the Middle School, progress reports are written four times a year. Early November (end of first mid-semester), early February (end of first semester), late April (end of second mid-semester), and in June (end of second semester and year). In between these reporting times, a student’s progress is closely monitored. If a student is having difficulty, parents will be contacted by the teacher, the Advisor, the Dean or by the Principal. CONFERENCES A general orientation, Curriculum Night, is held early in the school year when parents will have a chance to meet their child’s teachers. An individual conference for parents with their child’s advisor is held in early November, and again in February following the end of the first semester. During the year, other conferences will be arranged when necessary. Parents are encouraged to call the Principal if they feel the need for an additional conference. HOMEWORK Homework expectations differ at each grade level and in each course. In Grades Five and Six, the completion of homework assignments averages about sixty to eighty minutes. The time commitment increases to approximately one hundred twenty to one hundred fifty minutes in Grades Seven and Eight. At any grade level, the time that it takes for a student to complete homework will vary depending on the individual child. If a student is absent, he or she should call a classmate to get specific assignments. If necessary, parents can come to the School and get the necessary books from the student’s locker. If a student is absent for several days, parents should call the Dean and make arrangements to pick up assignments. Students will be given time to make up homework and tests when they return from their absence. STANDARDIZED TESTING Standardized testing is administered to all students in order to gain insights into the students’ learning profile. In February students take the Comprehensive Testing Program IV, published by the Educational Records Bureau. The tests measure verbal and quantitative ability, as well as achievement. Norms are established by comparing each student with a sample from national, suburban and independent schools. A copy of the results is mailed to parents who may make appointments to discuss them with the Middle School Learnng Specialist or the Principal. 7
GRADE FIVE The fifth grade curriculum is designed to help the student make a smooth transition into the Middle School. The homeroom teachers act as advisors to provide the guidance and security that young adolescents need as they are challenged and encouraged to become more independent in the preparation and completion of their assignments. Academic work at this grade level becomes more challenging and comprehensive. Instruction includes the teachers’ assistance in developing study habits which allow the students to become more efficient and successful in their academic work. Great attention is paid to the process of becoming effective learners. The organization and maintenance of school supplies and books, adherence to deadlines, and exposure to a greater number of teachers are important parts of this transitional year. LANGUAGE ARTS The language arts program in grade five develops the students’ skills in reading, writing, speaking, and listening. The reading program aims to penetrate the surface of stories, poems, and articles. At the same time, the writing program emphasizes clear, precise use of language. Students write frequently, both poetry and prose. The course also emphasizes the importance of listening to others and sharing ideas. The language arts program coordinates with the social studies curriculum through the study of Greek and Roman myths. By the end of the year, fifth grade students should demonstrate reasonable mastery of the following: Writing crafting complete sentences using proper punctuation: periods and question marks, commas with compound sentences and with lists developing a main idea in a paragraph using transitional words varying sentence structure avoiding sentence fragments and run-on sentences editing effectively creating poetry and poetic prose and crafting expository responses Reading Through a rich variety of stories, poems, and myths, the students exchange and discuss their views and reactions to literature. By the end 8
of the fifth grade, all students should have a reasonable mastery of the following: recall of factual information inference summarizing stories identifying mood, climax, and conclusion compare and contrast main characters note figurative language and imagery Spelling Students will learn basic spelling rules and the spelling of commonly used words. Formal Grammar By the end of the year, students should be familiar with the following: the eight parts of speech subject, complete verb, and complement of a sentence action and being verbs different sentence types: simple, compound, and complex MATHEMATICS Mathematics in the fifth grade builds on the foundation of Lower School skills as students gain mastery over computations with whole numbers, fractions, and decimals and improve their understanding of number sense, place value, estimation, fractional equivalents, and percents. Throughout each unit, emphasis is placed on discussing and honing problem solving techniques, as students engage in both independent and group work. Additionally, students develop appropriate study habits and strengthen their organizational skills. By the end of the year, fifth grade students should demonstrate reasonable mastery of the following: basic whole number skills and operations computation of fractions and decimals fraction and decimal equivalents customary units of measurement geometric shapes perimeter and area SCIENCE Grade 5 science explores many aspects of the biological and physical sciences. Emphasis is placed on how scientists go about solving problems, and on some of the underlying physical principles that govern the way environmental systems interact. Children are introduced to the scientific 9
process, the modern system of classification, and other topics in their studies in Microbiology, Meteorology and Oceanography. Text and resource materials are drawn from a wide variety of sources. All subject matter is studied using a hands-on, experiment and activity based approach, with emphasis placed on the scientific method and processes. By the end of the year, fifth grade students should demonstrate reasonable mastery of the following : making and recording observations recording and organizing data formulating hypotheses recognizing patterns in data drawing conclusions using appropriate lab equipment HUMANITIES The fifth grade humanities course examines ancient history from the emergence of communities and civilizations through the Roman Empire. In pursuing knowledge about this area of history, we keep guiding questions in mind. These questions provide us with a framework for our classroom inquiry and remind us that humanities is just as much about the pursuit of knowledge through the asking of questions as the learning of certain facts and concepts. These questions include, but are not limited to, the following: How do cultures differ and what makes them different from one another? How does geography affect where people live and the way people live? How do we know what we know about the ancient world? How does the ancient world affect the world in which we live today? How is the ancient world similar to ours? The skills we work on during this exploration of ancient societies are: managing and completing daily homework assignments managing and completing long-term projects and reports organizing and managing daily materials necessary for class mastering concepts, facts, and historical techniques understanding and implementing study skills in preparation for inclass assessments developing the expository paragraph, including topic sentence, body, and conclusion concepts developing the concept of a thesis and building one’s argument using relevant materials 10
comprehending chronological sequencing using historical dates and events developing the skill of facilitating discussion, as well as participation and listening utilizing the tools of the textbook and outside resources for further inquiry and understanding comprehending primary sources, such as excerpts from ancient writings, artwork, graphs, charts, and geographical information FRENCH/SPANISH Fifth grade French and Spanish students are engaged in an active educational process. Students’ grammatical awareness increases as they learn to speak, read and write in the target language while building on a vocabulary base which includes autobiographical information and terms related to sports, school supplies, numbers and geography. The goal of the fifth grade French program is to either introduce new students to the excitement of the French language and culture, or to enhance and build upon returning students’ previous experience with the language. ART All visual art forms are composed of common design elements, including line, shape, form, color, and textures. Students learn to compose with these elements by considering various design principles, including rhythm, contrast, emphasis, repetition, pattern, harmony, and balance. These elements and principles are considered in different projects, using a variety of materials and techniques. In addition to analyzing their own work, students are exposed to the work of other artists and crafts people. Two- dimensional projects may include drawing, painting, collage, mixed media, and printing. Three-dimensional projects include paper mache and clay construction. Most projects are based upon visual motivation: films, filmstrips, slides, reproductions, still life, nature, the manmade environment, figure and perspective studies. In addition to studying design and techniques, students are encouraged to deveolp respect for their materials. They learn how to use them properly and are responsible for cleaning them and returning them to the correct storage areas. Student art work is displayed frequently in the middle school. Two school-wide art exhibits are held each year, in the fall and in the spring. MUSIC The fifth grade music program is structured in order to provide all students participation in both band and chorus throughout the year. In chorus, students will explore music of various styles and historic periods in several languages. Solfege and ear training are incorporated alongside the study 11
and performance of standard choral repertoire. In band, students play from a beginning method book, developing a solid skill base to perform elementary band music on an instrument of their choice. All students participate in two major concerts during the school year. MANUAL ARTS Manual Arts for the fifth grade is the introductory course for the Middle School wood shop program. All of the projects are at the beginning level from the start of the school year, with the assignments becoming more challenging as the year progresses. Because safety is the biggest concern, there is no project quota or time limit imposed on students. They are allowed to work at a comfortable, safe, and reasonable pace with the quality and success of their work being strongly emphasized. Projects can be adjusted to the personal level of each student, and cooperative assignments may be included as well. Students will learn the basics of shop safety, wood preparation, wood alteration, wood construction, power and manual tool usage, basic measurement, simple engineering, and full color finishing techniques as they progress through a specially designed assignment list. Practice projects and a chance to explore, discover, and learn from their mistakes are part of the process. Creativity, imaginative thinking, and personal expressions are greatly encouraged with teaching demonstrations, discussions about tool choices and proper applications being covered throughout the school year. Tools used will include the following: Jig saw, scroll saw, coping saw, wood shapers, files, rasps, sandpapers, electric sanders, brace and bit, electric drills, wood planes, wood lathe, sawzall, drill press, wheel cutters, and a variety of measuring/tracing aides. COMPUTER SCIENCE This introductory survey course covers many of the basic computer tools used throughout RCDS– word processing, drawing, animation, wikis, and Internet use. Students also program the computer using MicroWorlds EX, a graphic programming environment that uses the Logo language. It is ideal for exploring a wide range of concepts from geometry to animated story telling to game making, in addition to exposing the students to the logic and rigor of computer programming. Keyboarding skills are practiced and reinforced throughout the year using the program Type Through Time. By the end of fifth grade, the student should show reasonable fluency with the following: using a word processor to compose and edit writing using drawing tools to create simple drawings creating simple wiki pages with text, images and links 12
creating simple animations writing basic computer programs saving and backing up files to the server printing files realizing that “Try It and See” is a worthwhile problem solving skill LIBRARY SKILLS This class is designed to help make students comfortable using the Middle and Upper School library for their academic and recreational needs. They will begin to develop an understanding of the organization of materials in the library, and of the different types of materials available. They learn to become independent searchers of information. Some skills are covered within the context of the science or social studies classes. Sharing literature makes up another important segment of library time. Timing of some units depends on when they make sense in the context of the overall 5th grade curriculum. SEEK The goals of the SEEK program are to help students develop as responsible and respectful members of our middle school community and help them feel more competent and positive about themselves. Beginning in grade five students will discuss the topics listed below. The discussions will be developmentally appropriate for each age group. When the need arises, discussions will center on a topic that is highlighted in the news, and meaningful to the students. Fall Organization/Study Skills Metacognition and Memory Transition to current grade/goal setting Team Building/Experiential activities among SEEK groups Friendships and social situations Winter Citizenship Substance Use (tobacco, alcohol, drugs) Stress, depression, anxiety – learning to regulate mood Decision-making Spring Bullying, Harassment Prejudice/Stereotypes 13
Sexuality Education Communication Skills Revisiting goals Transition to following grade/stress management PHYSICAL EDUCATION Students are exposed to a variety of team sports and physical fitness activities. Boys and girls meet separately for 50-minute periods each day of the week. The program emphasizes good sportsmanship. This program’s main goals stress that ability alone does not constitute the well-rounded athlete. We hope that the physical education program will help students develop a strong sense of self-awareness and confidence. Activities Offered: Soccer Football Field Hockey Volleyball Tumbling Ice Hockey Tennis Figure & Recreational Skating Track & Field Lacrosse Basketball Baseball Squash Softball SPECIAL PROGRAMS GREEK FESTIVAL A culmination of the interdisciplinary study of Greek Mythology and the Greek history and culture. FIELD TRIPS These day trips change from year to year and are coordinated to enhance the curricular program. 14
GRADE SIX The sixth grade curriculum is designed to reinforce students’ ability to work independently and to become more self-motivated. The advisor provides guidance and security, but the student is expected to attempt new challenges. Within the curriculum, an emphasis on the development of organizational skills, time management, and approaches to the study of various academic disciplines continues to prepare the students to become effective learners. Teachers hold students responsible for completing assignments and meeting deadlines. The curriculum requires more abstract thinking and logical reasoning, which leads to stimulating and active class discussions. LANGUAGE ARTS The purpose of the sixth grade language arts program is to strengthen skills in reading, writing, speaking, and listening. The literature program includes such books as Roll of Thunder, Hear My Cry, and The Outsiders. The students read orally and independently and discuss texts together. They learn to write well by writing frequently and by revising and editing their work for spelling, grammar, punctuation, and capitalization. Their writing includes comprehension questions, literature responses, expository paragraphs, and mini essays, as well as poems and stories pertaining to their reading. Precise use of language is a major goal. By the end of the year, sixth graders should demonstrate reasonable mastery in the following areas: Writing: write complete sentences write cohesive paragraphs recognize the standard format for five-paragraph mini.essays proofread and revise for proper spelling, punctuation, and sentence structure use effective transition words Reading: discern main ideas, locate details, sequence events, recall information summarize understand plot, theme, character, setting, foreshadowing be familiar with literary devices such as simile,metaphors, and personification 15
determine character traits from details in literature compare and contrast characters and plots in different. novels understand point of view Spelling: spell priority words correctly on all written assignments u
THE MIDDLE SCHOOL CURRICULUM GUIDE MIDDLE SCHOOL PHILOSOPHY The Middle School aims to provide an atmosphere that fosters independence, mutual respect, and intellectual pursuit in an environment of high moral and academic standards. The School provides healthy competition within a nurturing support system, recognizing the uniqueness of young
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
